Exploring Cognitive Linguistics for Improving Phrasal Verb Learning in Vietnamese EFL Contexts

Ton Nu My Nhat; Nghi Tran; Nhon Dang

doi:10.31637/epsir-2026-2346

Autores/as

Ton Nu My Nhat Ho Chi Minh City University of Industry and Trade https://orcid.org/0000-0002-5794-8391
Nghi Tran Ho Chi Minh City University of Industry and Trade https://orcid.org/0000-0001-6549-3895
Nhon Dang Tân Tạo University https://orcid.org/0000-0002-0861-8417

DOI:

https://doi.org/10.31637/epsir-2026-2346

Palabras clave:

EFL learners, cognitive linguistics-based instruction, English Phrasal verbs, intervention, prototypical, derivative, metaphorical extensions

Resumen

Introduction: This study aims to evaluate the effectiveness of cognitive linguistics-based instruction in enhancing the comprehension and retention of English Phrasal verbs (PVs) among Vietnamese EFL learners. Methodology: Eighty business-majored students from two classes were selected and divided into two groups, including a control group (n=40) and an experimental group (n=40). These participants were exposed to an intervention that contrasts cognitive linguistics-based PV instruction for the experimental group against traditional teaching methods for the control group. The study utilized the quantitative measures, with pre-, post- and delayed posttests, under analysis of descriptive and inferential statistics. Results: The findings revealed that the cognitive-based approach, rooted in understanding prototypical and derivative meanings of PVs and particles, image schemas, and metaphorical extensions and main verb grouping, emerged as a potential alternative to the traditional method of PV instruction. Discussion: The research offered a holistic understanding of the merits of cognitive-based methods for teaching English PVs. The results indicated meaningful pedagogical potential for improving phrasal verb instruction. Conclusions: The findings hold implications for the pedagogy of some other linguistic areas from this approach. The study also highlights the value of cognitive linguistics-based instruction as a promising approach in the Vietnamese EFL context.

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Biografía del autor/a

Ton Nu My Nhat, Ho Chi Minh City University of Industry and Trade

Is an Associate Professor of Linguistics at the Faculty Foreign Languages, Ho Chi Minh City University of Industry and Trade, Vietnam. Her areas of research include teaching English to speakers of other languages (TESOL), critical discourse studies, systemic functional-multimodal discourse analysis, and ESP.

Nghi Tran, Ho Chi Minh City University of Industry and Trade

Is currently Dean of the Faculty of Foreign Languages, Ho Chi Minh City University of Industry and Trade, Vietnam. His work focuses on developing and implementing effective teaching methodologies, using corpus-based techniques in language teaching, AI in education, and the role of literacy in second language learning.

Nhon Dang, Tân Tạo University

Is currently Dean of the School of Languages, Tan Tao University, Vietnam. His areas of research include teaching English to speakers of other languages (TESOL), SLA, linguistics, and AI in language education. He is also interested in implementing English projects in the community.

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